Lesson video

Hello, everybody.

My name is Mrs. Johnson.

I am so happy to be here today to help you with some of your maths learning.

I hope you are ready to work hard and have lots of fun as we learn new things.

Let's have a look at what we're going to be learning about today.

Today's lesson is called "Length can be measured in any direction to give height, length and distance." It comes from the unit "Sense of measure." By the end of this lesson, you are going to be experts on length.

You will be able to measure length in any direction to give height, length and distance.

You're going to be thinking about measuring length in lots of different ways.

There are some keywords that you will need for this lesson.

Let's practise saying these words.

Ready? My turn.

Length.

Your turn.

My turn.

Height.

Your turn.

My turn.

Distance.

Your turn.

Well done.

Listen carefully for those words today.

They are going to be really important in this lesson.

There are going to be two parts to this lesson today.

To begin with, you are going to review height and length.

That means that you're going to think about what you've learned before and see if you can remember how to measure length and height.

Then in a little while, you're going to learn more about distance.

Let's start with height and length.

There are two friends in this lesson who are going to help you.

Their names are Sofia and Lucas.

Watch out for them carefully and listen to the things they have to say because they've got lots of important things to tell you in this lesson.

Sofia and Lucas have been out for a walk and they've collected lots of leaves.

Lots of different types of leaves can see them all here.

Lucas has noticed that they are all different sizes.

Sofia says, "Let's measure the length of some of these leaves." This is the leaf she's chosen first.

She says, "I've got some dominoes that we could use to measure this leaf." Let's see how she's going to use dominoes.

Lucas says, "Let's rotate the leaf so that it's laying in a straight line." That might make it a little bit easier.

"Make sure you place the first domino right at the end of the leaf." There it is.

And then Sofia is going to add more dominoes until she reaches the other end of the leaf.

There's another one and another domino, and now she can stop because she's reached the end of the leaf.

Let's count these dominoes to see how long the leaf is.

One, two, three.

This leaf is three dominoes along.

Lucas and Sofia are going to measure the length of some more leaves.

This time, Sofia wants to see if they can measure each leaf without rotating it.

Let's see if they're going to be able to do that.

They're going to place the dominoes from one end of the leaf to the other.

Let's count them as they do it.

One, two, three, four.

This leaf is four dominoes long.

Let's have a look at the next one.

One, two.

This leaf is two dominoes long.

Lucas wants to find some more things to measure that might be longer than four dominoes.

I wonder what he's going to find.

Let's have a look.

Oh, they've got some sunglasses.

Sunglasses are trickier to measure because when they measured the leaf, they put the dominoes on top.

You can't put dominoes on top of sunglasses, they'll fall off.

But Sofia says that "When the objects are not flat, you can place the dominoes in a line above or below the object.

One, two, three, four, five.

This pair of sunglasses are five dominoes long.

Let's have a look at this carrot.

One, two, three, four, five, six, seven.

This carrot is seven dominoes long.

Let's check if you can say how many dominoes long each of these objects is.

There's a toy car and there's a phone.

Look carefully at the line of dominoes and see if you can fill in the gaps in each sentence.

The toy car is, mm, dominoes long.

The phone is, mm, dominoes long.

Pause the video and have a go at that now.

Let's see how you got on.

The car is one, two, three, four, five, six, seven.

Seven dominoes long.

Now, to measure the phone, I don't need to count all the dominoes again, I just need to look for the end of the phone, which is here.

I can see that lines up with where the fifth domino is.

That means the phone is five dominoes long.

Well done if you've got those correct.

I wonder if you know how to measure length in a different object that is not dominoes.

This time, let's use sharpeners.

We've got some rope here.

Can you fill in these sentences? How long are these pieces of rope? The first rope is, mm, sharpeners long.

The second rope is, mm, sharpeners long.

Pause the video and have a go at that now.

Let's have a look and see how you've got on this time.

Let's count the sharpness to find the length of each rope.

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13.

The first rope is 13 sharpeners long.

Sofia says, "I noticed that the second rope is one sharpener longer, so I didn't need to count again." I wonder if you spotted that too.

You don't need to count all the sharpness again.

You know that it's only one more than the first rope.

If the first rope was 13, we know that one more than 13 is 14, so the second rope must be 14 sharpeners long.

Well done if you've got those correct.

Lucas and Sofia have got some more ropes here.

Lucas says, "I think my rope is longer than yours." What do you think? Sofia says, "I'm not sure if my rope is longer or shorter than yours." I wonder why Sofia isn't sure.

Hmm.

Let's have a look.

When you want to measure the length of something, you should make it as straight as you can.

Lucas's rope is straight, but Sofia's rope is not straight, is it? It's got lots of bends in it.

If Sofia makes her rope straighter, it will be easier for her to measure its length.

Now, Lucas can see that his rope is shorter and Sofia can see that her rope is longer.

Lucas can measure his rope using pens.

How many pens long is Lucas's rope? Let's have a look.

I can see one, two, three, four, five, six, seven pens.

So the rope is seven pens long.

Let's have a look at Sofia's.

I can see one, two, three, four, five, six, seven, eight, nine, 10, 11 pens.

Sofia's rope is 11 pens long.

Lucas says that "We've used objects to measure how long things are.

Is there any other length we could measure?" Hmm.

I wonder.

We can measure how long things are.

What else could we measure? Sofia's got an idea.

She says, "We could try and measure height.

How tall is this dragon?" Let's find out.

We could use building blocks to measure this time.

One, two, three, four, five, six, seven, eight, nine, 10, 11.

We're going to stop with 11 because we've reached the top of the dragon toy.

That means that this dragon is 11 blocks tall.

Now, Lucas and Sofia have built a tower of blocks to help them measure the height of some more toys.

Sofia's got an idea.

She thinks that it might be helpful to mark where 10 blocks are.

So here is where 10 blocks are.

Now, we can measure the height of the robot, but Lucas says, "We can start our count from 10." We don't need to count all the blocks.

If we know where 10 are, we can start our count at 10.

We could say, 10, 11, 12.

The robot is 12 blocks tall.

If we wanted to measure this teddy, we could start our count at 10.

We could say, 10, 11, 12, 13, 14, 15, 16, 17.

The teddy is 17 blocks tall.

Let's see if you can measure the height of these toys and start your count from 10.

Pause the video and have a go at that now.

Let's see how you got on.

The unicorn height lines up with this block.

I can see that this block is one below the 10, which is nine.

Sofia says, "To measure the height of the unicorn, I counted back from 10." I wonder if you did that too.

When we look at the height of the panda, it lines up with this block.

That means that the panda is 14 blocks tall.

This time, you might have started your count from 10 and counted on.

Well done if you remember to start your count from 10 rather than counting all the blocks again, good job.

Now, it's time for you to practise measuring length and height.

For this first question, you need to look carefully at each object and fill in the boxes to measure each object's length in dominoes.

You could mark 10 to help you, especially for some of the longer objects, so that you don't have to count all of the dominoes each time.

On your second question, you need to measure the height of these objects and fill in the boxes.

Again, you can use the 10 blocks to help you to work more efficiently, so that you don't have to count all the blocks each time.

Finally, you are going to choose your own object to measure the length and the height of.

You are going to choose your own unit of measure, something like building blocks or cubes.

And you are going to complete the table by adding your measurements for the length and the height.

Make sure that you write your unit of measure each time.

So if you've used cubes, you would need to write the number of cubes and write the word cubes as well.

If you use dominoes, you would write the word dominoes.

I think you've got that.

Let's see how you get on.

Off you go.

Grate job, everybody.

Let's see how you've got on with each question.

On the first question, you needed to measure the length of each object.

Let's see if you've got these correct.

The carrot is seven dominoes long.

The ribbon comes to this domino.

You might have counted them all and found that it was 11 dominoes long.

Or you might have marked the 10 and found that it was one more than 10, which is 11.

Now, let's have a look at the rope.

The rope comes to this domino, which means that it's 14 dominoes long.

I wonder if you counted all 14 dominoes or if you marked the 10 and started your count from 10.

Finally, we had the parsnip.

And the parsnip is six dominoes long.

Well done for measuring length really carefully.

Now, let's have a look at measuring height.

We have a teddy, a princess, and a robot.

The teddy comes to this block here.

That means the teddy is 16 blocks tall.

The princess is here.

She's nine blocks tall.

And the robot comes to this block.

The robot is 14 blocks tall.

Well done if you've got those correct.

Finally, you were able to choose your own object and measure the length and the height of each one.

You might have done something a little bit like this.

I chose a pencil case and I measured it in pencil sharpeners.

I found it was 12 pencil sharpeners long and the height was four pencil sharpeners.

I chose an eraser and I found that its length was three building blocks and its height was one building block.

I chose a pencil sharpener as my object this time, not my unit of measure.

And I measured it using cubes.

The length was two cubes and the height was one cube.

And finally, I measured my laptop screen and this time I used pens.

I found that the length was four pens and the height was three pens.

I wonder what objects you managed to measure and what units of measure you chose to use.

Did you remember to write your unit of measure each time? Well done if you did.

Now, it's time for the second part of the lesson where you are going to learn all about distance.

Lucas and Sofia have been playing with some cars on a ramp.

I wonder if you've ever done this before.

It's quite fun, isn't it, letting the cars go down the ramp to see how far they can travel.

Lucas and Sofia have thought of another length that they could measure.

"We could measure how far each car rolls." That's a really good idea, isn't it? Sofia says, "Great idea! We will be measuring the distance that each car travels." They're going to think about the distance, so how far each car travels along the ramp.

They mark the point where the front of the car is at the start and then they release the car and wait for it to stop.

Here it goes.

This is where the car stopped, so they're going to mark the front of the car where it stopped.

Now, Sofia says, "We can measure the distance that the car has travelled." So they're going to take the car away and they're going to use cubes to measure the distance that the pink car travelled.

Here are the cubes.

And Lucas says that "The cubes should be in a straight line, with no gaps, from the start to the stopping point." That's really important for accurate measuring that the cubes are in a straight line with no gaps.

Sofia can see that the pink car travelled a distance of 10 cubes.

Now, Lucas and Sofia are going to try a different toy car.

They're going to measure the distance that the orange car travels.

They're going to mark the start and release the car.

And this is where the car stopped.

They can use cubes to measure the distance again.

This time the orange car has travelled a distance of 13 cubes.

Sofia's thinking, "I wonder what else we could measure the distance of?" We could get more toys and roll 'em down the ramp and measure the distance that the cars roll.

But Sofia's thinking, I wonder if there are other distances that we might be able to measure.

I wonder if you can think of any.

Hmm.

Let's have a look.

Lucas says, "We could play a game where we have to throw beanbags." "And we could measure the distance that each beanbag travels when we throw it." Let's see if they can do that.

They're going to make sure that they start their throws in the same place each time, so that the measurement of the distance is accurate.

Lucas has found some skipping ropes and he's noticed that they are all the same length, so maybe, we could use those as the unit of measure.

They're going to line up those ropes, so that they can use them as the unit of measure to measure the distance that they throw each beanbag.

Now, Lucas and Sofia are ready to throw.

Let's see the distance that they're going to throw their beanbags.

Lucas is going to throw first.

There it is.

It lines up with this skipping rope.

Lucas says, "I threw my first beanbag a distance of three skipping ropes." Now, it's Sofia's turn to throw.

Here it is.

Sofia's beanbag lines up with this skipping rope, so she can say, "I threw my first beanbag a distance of two skipping ropes." What's going to happen next in their game? They're going to have another try.

Let's see what happens this time.

Sofia goes first.

Her beanbag lines up with this skipping rope.

She says, "I threw my beanbag a distance of three skipping ropes." Let's see what Lucas can do this time.

Oh, it looks like a long throw.

It lines up with this skipping rope.

Lucas says, "I threw my beanbag a distance of five skipping ropes." Lucas and Sofia have one more turn.

This is their final turn.

Let's see what happens.

Here's Sofia's throw.

And here's Lucas's throw.

Let's check if you could measure the distance this time.

Look at the two beanbags and look at the two speech bubbles.

Who is saying each sentence? Pause the video and have a think.

Let's have a look.

The first sentence says, "I threw my beanbag a distance of four skipping ropes." I can see that that is Lucas's beanbag because if I count along the skipping ropes, one, two, three, four.

Lucas's beanbag lines up with skipping rope number four, so his distance is four skipping ropes.

That means Sofia said, "I threw my beanbag a distance of six skipping ropes." And you can see that you can count along the skipping ropes.

One, two, three, four, five, six.

Sofia's beanbag lines up with the sixth skipping rope, so she says, "I threw my beanbag a distance of six skipping ropes." Now, it's time for you to practise measuring distance.

There are some more cars that have travelled a distance down this ramp.

I wonder if you can find the distance that each toy car has travelled.

Then you are going to draw a car that has travelled the distance of eight dominoes.

Think really carefully about where you are going to draw that car.

Then you are going to have a look at this picture.

Some more children have been playing a game.

There are five children this time and they've each thrown a ball.

You are going to use the picture of their game to complete the table.

Sometimes you might need to write the distance that the ball has travelled and sometimes you might need to write somebody's name to complete the table.

You can pause the video and have a go at that now.

Well done, everybody.

Let's have a look and see how you have got on.

Let's start by finding the distance that each toy car has travelled.

The green car travelled a distance of six dominoes.

The blue car travelled a distance of 10 dominoes.

The orange car travelled a distance of 14 dominoes.

And the purple car travelled a distance of three dominoes.

Then you needed to draw a car that travelled a distance of eight dominoes.

What would've been helpful here is to count the dominoes until you find domino number eight, which is here.

That means that the front of the car needed to line up with the end of domino number eight, so you might have drawn your car a little bit like this.

It's really important that it lines up with the end of domino number eight.

Well done if you've got that in the right place.

Good job.

Now, let's have a look at how you could have completed this table.

The ball that Alex threw has travelled a distance of four skipping ropes.

If I find Alex in the picture and counter along, I can see, one, two, three, four.

Four skipping ropes.

Izzy's ball travelled a distance of one skipping rope.

If I find Izzy in the picture, I can see that her ball has only travelled a distance of one skipping rope.

The next row in the table tells me that this ball has travelled a distance of three skipping ropes, but it doesn't tell me who it is.

So I need to look.

Which ball has travelled a distance of three skipping ropes? I can see one here, look.

One, two, three.

That's the ball that Sofia threw, so I'm going to write Sofia's name in this box to complete this row of the table.

Next, I've got to find Jun's ball.

Jun's ball travelled a distance of two skipping ropes.

I can see here.

One, two.

And finally, there is one person left whose ball travelled a distance of five skipping ropes.

I can see here that at the bottom, Lucas's ball has travelled a distance of five skipping ropes, so I can write Lucas here to complete the table.

Well done if you've managed to complete all the information in that table correctly, you thought really carefully about how you could measure distance.

Well done.

Now that you are at the end of the lesson, you have learned that you can measure length in any direction.

When you measure height, you start from the bottom of the object and you measure to the top.

You are measuring how tall something is.

When you measure length, you start at one end and you measure to the other end.

You are measuring how long or how wide something is.

When you measure distance, you start where the object started and you stop where the objects stopped.

You are measuring how far something has travelled.

You have worked really hard in this lesson and thought really carefully about all the different ways that you could measure length.

Well done for your hard work today.

I hope that I will see you again soon for some more maths learning.

Bye, everybody!.